以統計方法分析擴增實境應用於穆斯林禮拜學習系統

Abstract

本研究設計一套擴增實境穆斯林禮拜動作學習系統，以虛擬人物作為穆斯林禮拜動作初學者之學習教練，以統計方法分析擴增實境學習工具與傳統學習工具對於學習者(非穆斯林以及穆斯林)學習禮拜動作之學習成效、認知易用性、認知有用性、使用滿意度、持續使用意願之差異以及分析穆斯林與非穆斯林之學習者使用擴增實境學習工具後，在認知易用性、認知有用性、使用滿意度、持續使用意願之差異。 本研究實驗對象為18至29歲之非穆斯林與穆斯林，有效樣本共計144位，其中108位為非穆斯林與36位為穆斯林。本次實驗有三種學習工具，學習工具A為紙本教材，學習工具B為模擬基本情境，學習工具C為模擬多角度教練，A與B歸類為傳統學習工具，C歸類擴增實境學習工具，每一位受試者接受三種不同學習工具之實驗，研究結果發現： 1.在非穆斯林(初學者)學習成效方面，學習工具C最佳，其次是學習工具A，最後是學習工具B。結果發現以擴增實境輔助學習禮拜動作，相較於傳統之學習工具，學習工具C能使學習成效更佳，可能原因為學習工具C除了有多角度動作動畫之立體示範，且不用轉頭就能看到不同角度的教練以及有搭配聲音輔助教學, 提升了初學者之學習成效。 2.在使用感受方面，不論是非穆斯林(初學者)或穆斯林，在使用不同學習工具後，認知易用性、認知有用性、使用滿意度、持續使用意願皆為學習工具C最佳，可能原因為學習工具A需要翻閱紙本教材會中斷學習，且沒有連續的動作示範，需要靠想像將動作連貫起來，而學習工具B只能看到教練之背面、右側以及左側，導致有些動作無法看清楚,較不確定自己動作是否正確學習工具C改善了上述兩者的缺點且新增了不需費力記憶文字而是用聽的之優點。 3.在使用感受方面，穆斯林與非穆斯林使用學習工具C後，在認知易用性、認知有用性、使用滿意度、持續使用意願。在這四個方面，穆斯林給予之分數皆顯著高於非穆斯林，可能原因為穆斯林原本就會禮拜動作，使用感受上相較於非穆斯林熟悉許多以及新的學習工具代表為穆斯林學習禮拜的途徑新增了一個學習方式，對穆斯林來說有正向之意義。

This study designed a set of augmented reality systems for learning Muslim worship movements. Using virtual coaches to teach learners (non-Muslims and Muslims) Salah movements, my study analyzed the differences between augmented reality learning tool and traditional learning tool in terms of learning effectiveness, perceived ease of use, perceived usefulness, user satisfaction and willingness to continue using. The latter four metrics were also used to compare the learning experience differences between Muslims and non-Muslims. The experimental subjects of this study were non-Muslims and Muslims between the age of 18 and 29, with a total of 144 valid samples, of which 108 were non-Muslims and 36 were Muslims. There are three kinds of learning tools in this experiment: learning tool A--paper textbook, learning tool B--AR simulation of basic situation, and learning tool C--AR simulation of multi-angle coaching. Learning tools A and B are classified as traditional learning tools, and classifies C as augmented reality learning tool. Each subject received teachings via three different learning tools. The results of the study revealed that: 1. Regarding learning effectiveness for beginners, the learning tool C is the best among the three, followed by the learning tool A, and the least effective one is the learning tool B. The reason why learning tool C among three is the best is the stereoscopic demonstration of multi-angle in the animation of learning tool C, allowing users to see the coaches from different angles. The other reason is the learning assistance with verbal instruction that allows learning tool C users to learn the worship movements without turning their heads, thereby improving the learning effect for beginners. 2. My study also compared user experiences in terms of perceived ease of use, perceived usefulness, user satisfaction and willingness to continue using. When using learning tool C makes both non-Muslims and Muslims newbies feel the best among all three. Learning tool A, it is necessary to flip through the paper textbooks, which is quite disturbing for learners and interrupts learning process as there is no continuous demonstration of the movement. It is necessary to connect the movements with imagination. The simulated situation in learning tool B only allows users to see the back, right, and left sides of the coaches, resulting in some blind spots. It is uncertain if your movements are correct or not, learning tool C improves the shortcomings of the above two and adds the advantage of not having to struggle with memorizing postures. 3. In terms of the user experience, Muslims give significantly higher scores than non-Muslims to learning tool C in terms of its perceived ease of use, perceived usefulness, user satisfaction and Willingness to continue using. Muslims are familiar with Salah and the fact that they give very positive feedback to learning tool C indicates the new approach as a promising learning tool.